1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to make the curriculum more relevant to students' lives but fell short of encouraging them to see problems as societal and work towards solutions.
3) Modern technologies like blogs and videos allow students to express their views on issues in an authentic way and relate literacy learning to real-world problems,
Engaging boys in the literacy of a changing worldbgalloway
The document discusses the problem of intellectual disengagement among many young adolescent males in middle school classrooms today. It notes that boys are more likely to have learning disabilities, require speech pathology, receive suspensions, and be prescribed Ritalin. However, there is little evidence on how to instructionally design quality learning that will deeply engage these students in a way that allows them to construct their own meaning while acquiring 21st century skills.
The document discusses the importance of reading children's books to early childhood development, noting that reading exposes children to new vocabulary and concepts and helps develop language skills, while also entertaining children and strengthening relationships between children and caregivers when books are read aloud. The U.S. Department of Education recognizes the significance of early childhood literacy and ensures literature is available in schools. Reading children's books from an early age provides lifelong benefits of a more knowledgeable perspective and entertainment.
This document summarizes the benefits of reading children's books to children. It discusses how (1) reading exposes children to new ideas and lessons which helps develop them intellectually and gives them confidence, (2) reading improves literacy and language development, vocabulary, and math skills, and (3) reading provides entertainment and bonding opportunities between children and caregivers. It also explores how different genres and types of books appeal to children of different ages and genders.
This article summarizes research on how students' intellectual development impacts their experiences with diversity in college. The researchers interviewed 200 students and found that a student's level of intellectual complexity strongly influences how they interpret encounters with diversity. Students in earlier developmental phases tend to have more rigid views compared to later phases. The article provides examples of student reflections to illustrate this, such as one dualistic student who felt diversity discussions were prejudiced, versus another more multiplistic student who saw value in understanding different perspectives. The researchers conclude diversity encounters can promote growth, but must be carefully designed based on students' readiness to prevent regression in thinking.
The document provides a history of children's literature from ancient times to the 19th century. It discusses that in ancient Greece and Rome, the concept of childhood did not exist, and children were viewed similarly to women and slaves. Oral tradition was used to share stories with children. In the Middle Ages, children were not distinguished from adults and participated in the same activities at a young age. With the invention of the printing press, literacy increased and the concept of a separate childhood emerged. In the 16th century, printed books for children began to be produced with educational and moral purposes. By the 19th century, classics of children's literature were being published that focused on imagination and interest over just education.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
This annual report summarizes a community initiative to address childhood literacy gaps in Englewood, Colorado. The initiative partnered with the Englewood Public Library to create a summer lunch and literacy program called "Hungry for a Story." Over many months, the group researched literacy issues, spoke with stakeholders, and developed supplemental materials. Their program provides free lunch and literacy activities at the library to help engage students and families. The report outlines the initiative's goals, challenges addressed, outreach efforts, and curriculum created to inspire hope in childhood literacy through summer engagement and support of library advocacy.
This curriculum unit explores identity and family migration stories for Latino youth through art and literature. Students will analyze works by Romare Bearden, Jacob Lawrence, Joseph Rodriguez and Judith Baca to draw connections between the African American experience and their own families' stories. They will learn about their personal family's migration path and how it relates to achieving the American Dream. As a final project, students will create their own art and tell their family's story through a digital presentation, reflecting on how elements like language, race and class impacted their family's journey. The goal is for students to develop a strong sense of identity and appreciate other cultural experiences through sharing their unique stories.
Engaging boys in the literacy of a changing worldbgalloway
The document discusses the problem of intellectual disengagement among many young adolescent males in middle school classrooms today. It notes that boys are more likely to have learning disabilities, require speech pathology, receive suspensions, and be prescribed Ritalin. However, there is little evidence on how to instructionally design quality learning that will deeply engage these students in a way that allows them to construct their own meaning while acquiring 21st century skills.
The document discusses the importance of reading children's books to early childhood development, noting that reading exposes children to new vocabulary and concepts and helps develop language skills, while also entertaining children and strengthening relationships between children and caregivers when books are read aloud. The U.S. Department of Education recognizes the significance of early childhood literacy and ensures literature is available in schools. Reading children's books from an early age provides lifelong benefits of a more knowledgeable perspective and entertainment.
This document summarizes the benefits of reading children's books to children. It discusses how (1) reading exposes children to new ideas and lessons which helps develop them intellectually and gives them confidence, (2) reading improves literacy and language development, vocabulary, and math skills, and (3) reading provides entertainment and bonding opportunities between children and caregivers. It also explores how different genres and types of books appeal to children of different ages and genders.
This article summarizes research on how students' intellectual development impacts their experiences with diversity in college. The researchers interviewed 200 students and found that a student's level of intellectual complexity strongly influences how they interpret encounters with diversity. Students in earlier developmental phases tend to have more rigid views compared to later phases. The article provides examples of student reflections to illustrate this, such as one dualistic student who felt diversity discussions were prejudiced, versus another more multiplistic student who saw value in understanding different perspectives. The researchers conclude diversity encounters can promote growth, but must be carefully designed based on students' readiness to prevent regression in thinking.
The document provides a history of children's literature from ancient times to the 19th century. It discusses that in ancient Greece and Rome, the concept of childhood did not exist, and children were viewed similarly to women and slaves. Oral tradition was used to share stories with children. In the Middle Ages, children were not distinguished from adults and participated in the same activities at a young age. With the invention of the printing press, literacy increased and the concept of a separate childhood emerged. In the 16th century, printed books for children began to be produced with educational and moral purposes. By the 19th century, classics of children's literature were being published that focused on imagination and interest over just education.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
This annual report summarizes a community initiative to address childhood literacy gaps in Englewood, Colorado. The initiative partnered with the Englewood Public Library to create a summer lunch and literacy program called "Hungry for a Story." Over many months, the group researched literacy issues, spoke with stakeholders, and developed supplemental materials. Their program provides free lunch and literacy activities at the library to help engage students and families. The report outlines the initiative's goals, challenges addressed, outreach efforts, and curriculum created to inspire hope in childhood literacy through summer engagement and support of library advocacy.
This curriculum unit explores identity and family migration stories for Latino youth through art and literature. Students will analyze works by Romare Bearden, Jacob Lawrence, Joseph Rodriguez and Judith Baca to draw connections between the African American experience and their own families' stories. They will learn about their personal family's migration path and how it relates to achieving the American Dream. As a final project, students will create their own art and tell their family's story through a digital presentation, reflecting on how elements like language, race and class impacted their family's journey. The goal is for students to develop a strong sense of identity and appreciate other cultural experiences through sharing their unique stories.
The document discusses different perspectives on what constitutes children's literature. It explores whether children's literature refers to works written for, by, or read by children. It also examines views that children's literature is defined by adults and celebrates the imagination of childhood. Hard as it is to define, children's literature is now recognized as an important field of study that provides insights into literature as a whole as well as society, families, and authors.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
Response Paper To A History Of Reading Buffy Hamilton ELAN 8005 SummerBuffy Hamilton
This summary provides a high-level overview of the key points in 3 sentences:
The document discusses the author's response to reading Alberto Manguel's book "A History of Reading" and how it reinforced ideas about literacy sponsors shaping literacy and culture. The author found Manguel's personal anecdotes about reading experiences fascinating as they resonated with her own views on how acts of reading contribute to identity and a communal understanding of what it means to be human. While the book examined the power dynamics around reading, the author was most intrigued by Manguel's interpretations of what it means to be a reader.
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richa...William Kritsonis
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richard C. Hendriksen, Dr. Beverly J. Irby, Dr. Rebecca K. Frels - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com - Houston, Texas
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary students include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can be displayed prominently and shelved in the 741.5 section or other areas depending on topic.
This document discusses various perspectives on defining children's literature. It explores what qualifies a book as being for children versus adults and whether that distinction matters. Some of the key points made include:
- C.S. Lewis argued that good children's stories can be enjoyed by both children and adults.
- There is no clear definition or consensus on what constitutes children's literature. It may refer to literature written for, by, or read by children.
- Children's literature is valued for sparking imagination and introducing children to the beauty of language. It also provides safe avenues for experimenting with ideas.
- While educational value is important, it shouldn't come at the cost of losing children as readers if books
The document discusses redefining multicultural art education through multiple contexts and identities. It provides an overview of theories of multicultural education in the US, including models by James Banks and Sonia Nieto. Examples are given of integrating multicultural content and perspectives into art room curriculum, including studies of Cambodia, expanding definitions of family, and including gay and lesbian literature. The goal is to affirm diversity, develop understanding among students, and empower through critical pedagogy.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document discusses the author's experience growing up with an illiterate immigrant mother from Italy. The author's mother encouraged a love of reading in the author and would have her read stories aloud each night. Despite being illiterate, the author's mother demonstrated dexterity in "reading" other forms of text like facial expressions and tone to successfully run a corner grocery store and interact with customers. The author wonders if a focus on printed text has hampered skills in reading other forms of communication. The author's experience helping her mother shaped a lifelong devotion to literacy and equal access. As a teacher, the author focuses on literacy as a means of engagement and equity.
The document is a poem titled "I am From..." by Catherine Furfaro describing where the author is from. It summarizes that the author is from reading groups as a child, visiting the library, translating readings into Italian with her mother, participating in spelling bees for prizes, enjoying various books and authors, studying English classics in school, reading to her children, teaching novels and poetry to students, and gaining spiritual inspiration from various religious figures and texts. The author draws their identity from their experiences with reading, education, family, and faith.
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to connect lessons more to students' lives but fell short of encouraging critical analysis of social factors.
3) Modern technologies like blogs and videos can help facilitate the kind of empowering, critical literacy advocated by Finn by giving students a voice to express views on important issues. The document argues teachers
This document discusses differentiated instruction for 21st century learners. It provides an overview of key concepts like starting instruction where students are, knowing students individually, and responding to student needs. Examples of differentiation strategies like choice boards, tiered assignments, and learning contracts are described. The importance of assessment for learning is emphasized, and principles of assessment in a differentiated classroom are outlined.
The document outlines a summer program offered by the Student Success/Learning to 18 branch to provide professional development for educators. It provides financial support to school boards to host sessions focused on topics like differentiated instruction, assessment, literacy and math. Sessions are usually two days and cover a core module plus additional local content. School boards must submit documentation of expenses to be reimbursed and provide facilitators an honorarium of $1,200 for four days of work. Participants do not pay to attend and boards receive funding for food and materials.
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to connect lessons more to students' lives but fell short of encouraging critical analysis of social factors.
3) Modern technologies like blogs and videos can help facilitate the kind of empowering "powerful literacy" described by Freire and Finn by giving students a voice and making literacy more relevant and
The document discusses different sampling methods: systematic sampling selects every nth individual from a population list to avoid bias. Convenience sampling uses readily available individuals, but results cannot be generalized to the population due to biases. Purposive sampling uses the researcher's knowledge to select a suitable sample for the research purpose. The document also discusses sample size considerations and how external and ecological validity relate to a study's generalizability.
This document provides an overview and quarterly update for Kirkland Lake Gold Inc. It includes highlights such as production tracking well against guidance, strong financial position with $170 million in cash, and $24 million budget for 2016 exploration programs across properties. Key details include Q2 2016 results such as gold sales, costs, cash flow and financial results. It also provides an overview of the Macassa Mine Complex reserves, resources and 2016 estimates.
This document provides an overview of quota sampling. It defines sampling and explains why samples are used instead of censuses. Quota sampling involves selecting a sample based on predefined quotas for certain subgroups of the population. For example, quotas may be set to interview 50 females ages 45-60. Quota sampling is a non-probability method that relies on the interviewer's selection of subjects within each quota, which can introduce bias if not chosen randomly. While quick and cheap, it is not as representative as probability methods that ensure all subgroups have a chance of selection.
1) The document discusses how questioning and challenging assumptions is at the core of developing a powerful literacy. It advocates for an inquiry-based approach to education that encourages students to question what they are taught.
2) It reflects on the author's experience growing up with an immigrant background and being placed in a slow reading group, as well as her early experiences teaching students from immigrant backgrounds and recognizing the need to make the curriculum more relevant to their lives.
3) While the author made efforts to connect lessons to students' experiences, she questions whether she challenged social hierarchies enough and wonders if using new technologies could help students understand problems as societal and work collectively for change.
Progressive education in the United States underwent several shifts from 1920 to 2000. Initially led by administrative progressives, schools adopted a hierarchical structure and standardized testing. In the 1950s, critics argued schools failed to adequately educate students, leading to a focus on basics. Alternative models like open classrooms emerged in the 1970s as more child-centered approaches. Today, pockets of progressive practices remain through hybrid models and school choice options.
This document discusses key concepts of child-centered pedagogy including readiness, choice, needs, play, and discovery. It summarizes the origins and central tenets of these concepts but then provides a critical analysis highlighting issues with assuming they apply universally across cultures. For example, it notes that readiness privileges adult perspectives, choice may be an illusion if controlled by adults, needs are value-laden, play is a cultural artifact, and discovery privileges certain cultures' knowledge over others. Overall, it questions the universal application of these tenets without consideration for cultural and social contexts.
The document discusses the role and purpose of education and how school libraries and librarians can contribute. It outlines that education has shifted from social control to emancipation. A Freirean approach focuses on starting with the learner through dialogue and praxis to nurture students. In a postmodern context, the librarian must adapt by making the library a more creative and contextual space that celebrates students' experiences and questions traditional concepts. The goal is to establish libraries as places that cultivate pleasure in reading and learning.
Inspiring Cultural Connections Through Literaturemichelle_nadeau
The document discusses using Joseph Bruchac's novel "The Winter People" in a 5th grade classroom to teach about Indigenous peoples and colonialism. It provides an overview of the plot and explains how exploring the novel and related online resources can help students learn about the Abenaki culture and develop cultural appreciation. Incorporating literature and the internet into lessons supports multicultural education by allowing students to gain different perspectives and enhance critical thinking. Some limitations are ensuring materials are appropriate and unbiased, and that all students have access to technology.
The document discusses different perspectives on what constitutes children's literature. It explores whether children's literature refers to works written for, by, or read by children. It also examines views that children's literature is defined by adults and celebrates the imagination of childhood. Hard as it is to define, children's literature is now recognized as an important field of study that provides insights into literature as a whole as well as society, families, and authors.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
Response Paper To A History Of Reading Buffy Hamilton ELAN 8005 SummerBuffy Hamilton
This summary provides a high-level overview of the key points in 3 sentences:
The document discusses the author's response to reading Alberto Manguel's book "A History of Reading" and how it reinforced ideas about literacy sponsors shaping literacy and culture. The author found Manguel's personal anecdotes about reading experiences fascinating as they resonated with her own views on how acts of reading contribute to identity and a communal understanding of what it means to be human. While the book examined the power dynamics around reading, the author was most intrigued by Manguel's interpretations of what it means to be a reader.
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richa...William Kritsonis
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richard C. Hendriksen, Dr. Beverly J. Irby, Dr. Rebecca K. Frels - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com - Houston, Texas
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary students include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can be displayed prominently and shelved in the 741.5 section or other areas depending on topic.
This document discusses various perspectives on defining children's literature. It explores what qualifies a book as being for children versus adults and whether that distinction matters. Some of the key points made include:
- C.S. Lewis argued that good children's stories can be enjoyed by both children and adults.
- There is no clear definition or consensus on what constitutes children's literature. It may refer to literature written for, by, or read by children.
- Children's literature is valued for sparking imagination and introducing children to the beauty of language. It also provides safe avenues for experimenting with ideas.
- While educational value is important, it shouldn't come at the cost of losing children as readers if books
The document discusses redefining multicultural art education through multiple contexts and identities. It provides an overview of theories of multicultural education in the US, including models by James Banks and Sonia Nieto. Examples are given of integrating multicultural content and perspectives into art room curriculum, including studies of Cambodia, expanding definitions of family, and including gay and lesbian literature. The goal is to affirm diversity, develop understanding among students, and empower through critical pedagogy.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
This document discusses the author's experience growing up with an illiterate immigrant mother from Italy. The author's mother encouraged a love of reading in the author and would have her read stories aloud each night. Despite being illiterate, the author's mother demonstrated dexterity in "reading" other forms of text like facial expressions and tone to successfully run a corner grocery store and interact with customers. The author wonders if a focus on printed text has hampered skills in reading other forms of communication. The author's experience helping her mother shaped a lifelong devotion to literacy and equal access. As a teacher, the author focuses on literacy as a means of engagement and equity.
The document is a poem titled "I am From..." by Catherine Furfaro describing where the author is from. It summarizes that the author is from reading groups as a child, visiting the library, translating readings into Italian with her mother, participating in spelling bees for prizes, enjoying various books and authors, studying English classics in school, reading to her children, teaching novels and poetry to students, and gaining spiritual inspiration from various religious figures and texts. The author draws their identity from their experiences with reading, education, family, and faith.
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to connect lessons more to students' lives but fell short of encouraging critical analysis of social factors.
3) Modern technologies like blogs and videos can help facilitate the kind of empowering, critical literacy advocated by Finn by giving students a voice to express views on important issues. The document argues teachers
This document discusses differentiated instruction for 21st century learners. It provides an overview of key concepts like starting instruction where students are, knowing students individually, and responding to student needs. Examples of differentiation strategies like choice boards, tiered assignments, and learning contracts are described. The importance of assessment for learning is emphasized, and principles of assessment in a differentiated classroom are outlined.
The document outlines a summer program offered by the Student Success/Learning to 18 branch to provide professional development for educators. It provides financial support to school boards to host sessions focused on topics like differentiated instruction, assessment, literacy and math. Sessions are usually two days and cover a core module plus additional local content. School boards must submit documentation of expenses to be reimbursed and provide facilitators an honorarium of $1,200 for four days of work. Participants do not pay to attend and boards receive funding for food and materials.
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to connect lessons more to students' lives but fell short of encouraging critical analysis of social factors.
3) Modern technologies like blogs and videos can help facilitate the kind of empowering "powerful literacy" described by Freire and Finn by giving students a voice and making literacy more relevant and
The document discusses different sampling methods: systematic sampling selects every nth individual from a population list to avoid bias. Convenience sampling uses readily available individuals, but results cannot be generalized to the population due to biases. Purposive sampling uses the researcher's knowledge to select a suitable sample for the research purpose. The document also discusses sample size considerations and how external and ecological validity relate to a study's generalizability.
This document provides an overview and quarterly update for Kirkland Lake Gold Inc. It includes highlights such as production tracking well against guidance, strong financial position with $170 million in cash, and $24 million budget for 2016 exploration programs across properties. Key details include Q2 2016 results such as gold sales, costs, cash flow and financial results. It also provides an overview of the Macassa Mine Complex reserves, resources and 2016 estimates.
This document provides an overview of quota sampling. It defines sampling and explains why samples are used instead of censuses. Quota sampling involves selecting a sample based on predefined quotas for certain subgroups of the population. For example, quotas may be set to interview 50 females ages 45-60. Quota sampling is a non-probability method that relies on the interviewer's selection of subjects within each quota, which can introduce bias if not chosen randomly. While quick and cheap, it is not as representative as probability methods that ensure all subgroups have a chance of selection.
1) The document discusses how questioning and challenging assumptions is at the core of developing a powerful literacy. It advocates for an inquiry-based approach to education that encourages students to question what they are taught.
2) It reflects on the author's experience growing up with an immigrant background and being placed in a slow reading group, as well as her early experiences teaching students from immigrant backgrounds and recognizing the need to make the curriculum more relevant to their lives.
3) While the author made efforts to connect lessons to students' experiences, she questions whether she challenged social hierarchies enough and wonders if using new technologies could help students understand problems as societal and work collectively for change.
Progressive education in the United States underwent several shifts from 1920 to 2000. Initially led by administrative progressives, schools adopted a hierarchical structure and standardized testing. In the 1950s, critics argued schools failed to adequately educate students, leading to a focus on basics. Alternative models like open classrooms emerged in the 1970s as more child-centered approaches. Today, pockets of progressive practices remain through hybrid models and school choice options.
This document discusses key concepts of child-centered pedagogy including readiness, choice, needs, play, and discovery. It summarizes the origins and central tenets of these concepts but then provides a critical analysis highlighting issues with assuming they apply universally across cultures. For example, it notes that readiness privileges adult perspectives, choice may be an illusion if controlled by adults, needs are value-laden, play is a cultural artifact, and discovery privileges certain cultures' knowledge over others. Overall, it questions the universal application of these tenets without consideration for cultural and social contexts.
The document discusses the role and purpose of education and how school libraries and librarians can contribute. It outlines that education has shifted from social control to emancipation. A Freirean approach focuses on starting with the learner through dialogue and praxis to nurture students. In a postmodern context, the librarian must adapt by making the library a more creative and contextual space that celebrates students' experiences and questions traditional concepts. The goal is to establish libraries as places that cultivate pleasure in reading and learning.
Inspiring Cultural Connections Through Literaturemichelle_nadeau
The document discusses using Joseph Bruchac's novel "The Winter People" in a 5th grade classroom to teach about Indigenous peoples and colonialism. It provides an overview of the plot and explains how exploring the novel and related online resources can help students learn about the Abenaki culture and develop cultural appreciation. Incorporating literature and the internet into lessons supports multicultural education by allowing students to gain different perspectives and enhance critical thinking. Some limitations are ensuring materials are appropriate and unbiased, and that all students have access to technology.
This introduction provides an example of how children can be deeply affected by events in subtle ways that parents may not fully recognize. When the author's daughter took a bus ride on September 11th, she was perceptive of the anxiety and details around her, though she did not express her own feelings for a few days. Her later actions, like turning off news coverage, showed she had processed the tragedy in her own way. The story illustrates that children have inner emotional depths and needs that parents must strive to understand in order to nurture the whole child. Philosophers and psychologists can provide insight into this relationship between a child's surface expressions and hidden inner world.
Great Expectation Essay. Great Expectations Essay - GCSE English - Marked by ...Roberta Turner
Great Expectations essay. - GCSE English - Marked by Teachers.com. Great Expectations Essay - GCSE English - Marked by Teachers.com. GCSE Great Expectations Essay - GCSE English - Marked by Teachers.com. great expectation - GCSE English - Marked by Teachers.com. ⇉Great Expectation Paragraph Analysis Essay Example | GraduateWay. Great Expectation Essay | Great Expectations | Novels | Free 30-day .... Essay on Great Expectations - GCSE English - Marked by Teachers.com. Great Expectation Coursework - GCSE English - Marked by Teachers.com. Great Expectations Essay - Final Edit | PDF | Estella (Great .... Great Expectations Essay | English - Year 11 WACE | Thinkswap. Excellent Great Expectations Essay ~ Thatsnotus. Great Expectations - GCSE English - Marked by Teachers.com. Essay: Great Expectations | Great Expectations | Fiction & Literature. "Great Expectations" - GCSE English - Marked by Teachers.com. Great Expectations Coursework - GCSE English - Marked by Teachers.com. great expectations - GCSE English - Marked by Teachers.com. Great expectations - GCSE English - Marked by Teachers.com. Great Expectations - review - GCSE English - Marked by Teachers.com. Great Expectations - short review - GCSE English - Marked by Teachers.com. Great expectation essay help - proofreadingwebsite.web.fc2.com.
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This document provides numerous strategies for promoting literacy in students without spending money. It discusses the importance of exposing students to words from an early age through being read to at home. Suggestions are given to create a love of reading through book fairs, taking library books home, and participating in community reading programs. The power of free voluntary reading is emphasized, as is making use of public libraries and having books in students' homes. Providing older student reading buddies and visiting bookstores are also recommended strategies.
1 facts are the knowledge base by glenn domanAnil Kumar
1. The document discusses Glenn Doman's method of teaching babies and young children called "The 1 fact is the knowledge base" method. It details how thousands of parents have successfully used this method to teach their children to read, gain encyclopedic knowledge, and learn skills like math and music from a very young age.
2. The method involves presenting children with "Bits of Intelligence" or facts from birth to age 6 to take advantage of their rapid brain development and ability to learn during this period. Examples of children who have used this method show advanced reading, math, music, art, and language abilities by age 5.
3. Intelligence is described as a birthright that all children inherently possess due
Dr. James Banks developed the concept of "five dimensions of multicultural education" to help educators understand that multicultural education involves more than just content integration. The five dimensions are: 1) content integration, 2) knowledge construction, 3) equity pedagogy, 4) prejudice reduction, and 5) empowering school culture and social structure. Banks explains each dimension in detail, emphasizing that moving through the dimensions allows more teachers to incorporate multicultural education and that the goal is to prepare students for participation in a democratic and harmonious society.
LITERACY SLIDES (click here to get full screen)lorilisi
There is no agreed upon definition of literacy as understandings of it are socially constructed. Literacy involves reading, writing, communicating, and gaining knowledge and can take many forms including cultural, informational, financial, media, scientific, critical, and digital literacies. Literacy is an ongoing social practice that allows for freedom, social action, and rereading of the world from different perspectives.
Buffy hamilton response to beach and myersBuffy Hamilton
The document summarizes and reflects on two readings about inquiry-based English instruction from an educational perspective. The author notes that the readings advocate for a critical inquiry stance in literacy education that disrupts common assumptions, examines multiple viewpoints on sociopolitical issues, and promotes social justice. The author believes this aligns with critical literacy and sees value in engaging students in constructing meaning through investigating complex topics and challenging prevailing views. Overall, the reflections support adopting an inquiry-based approach in the classroom to empower students and make education more meaningful.
CHAPTER 1 HISTORY, THEORY, AND RESEARCH STRATEGIESWHAT’S AHEAD I.docxbartholomeocoombs
CHAPTER 1 HISTORY, THEORY, AND RESEARCH STRATEGIES
WHAT’S AHEAD IN CHAPTER 1
1.1 The Field of Child Development
Domains of Development • Periods of Development
1.2 Basic Issues
Continuous or Discontinuous Development? • One Course of Development or Many? • Relative Influence of Nature and Nurture? • A Balanced Point of View
■ BIOLOGY AND ENVIRONMENT: Resilient Children
1.3 Historical Foundations
Medieval Times • The Reformation • Philosophies of the Enlightenment • Scientific Beginnings
1.4 Mid-Twentieth-Century Theories
The Psychoanalytic Perspective • Behaviorism and Social Learning Theory • Piaget’s Cognitive-Developmental Theory
1.5 Recent Theoretical Perspectives
Information Processing • Developmental Neuroscience • Ethology and Evolutionary Developmental Psychology • Vygotsky’s Sociocultural Theory • Ecological Systems Theory • Development as a Dynamic System
■ SOCIAL ISSUES: HEALTH: Family Chaos Undermines Children’s Well-Being
1.6 Comparing Child Development Theories
1.7 Studying the Child
Common Research Methods • General Research Designs • Designs for Studying Development • Improving Developmental Designs
■ CULTURAL INFLUENCES: Immigrant Youths: Adapting to a New Land
1.8 Ethics in Research on Children
The youngest of six children, Reiko Nagumo was born in Los Angeles in 1934 to Japanese-immigrant parents who had become naturalized U.S. citizens. On December 7, 1941, when Reiko was in second grade, the Japanese bombed Pearl Harbor, an event that caused the United States to declare war on Japan and enter World War II. In the days that followed, Reiko’s best friend, Mary Frances, approached her at school and said, “Reiko, my mama told me to tell you that I’m not allowed to play with you anymore because you’re Japanese, and we’re at war with Japan.”
The only Japanese student in her class, Reiko became the target of her classmates’ harassment, including name-calling, hitting, and spitting. Still, Mary Frances remained Reiko’s friend at school, becoming her protective, side-by-side partner as the children transitioned between their homeroom and the school library—a kindness encouraged by the girls’ classroom teacher. After returning from winter break in January of 1942, Mary Frances approached Reiko excitedly and invited her over to see the gifts she had received at Christmastime.
“But you’re not allowed to play with me,” Reiko reminded Mary Frances.
“Oh, my mama won’t know,” Mary Frances replied. “She works at the hospital, and I have a key.”
After school, the two friends ran to Mary Frances’s home, but as they entered, they heard her Uncle Bill approaching through another door. Quickly, Mary Frances directed Reiko to hide behind the sofa, but Uncle Bill, hearing the girls talking, found Reiko, dragged her out, and told her to go home and never come back. Then he threatened, “Mary Frances, I’m going to punish you.”
Soon after, the U.S. government issued an executive order requiring tens of thousands of American citizens of Japanes.
This article provides a rationale for using children's and young adult literature in the classroom to explore concepts of curriculum and teaching. It discusses how literature can depict a range of visions of curriculum and teaching experiences, and how examining these representations can help students make sense of and consider alternatives to their own school experiences. The article analyzes examples from works like Harry Potter that portray student agency and conceptions of different curriculum approaches. It argues literature can open students' minds to educational possibilities they may not otherwise consider.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Community pharmacy- Social and preventive pharmacy UNIT 5
Synthesis Of Finn March 2010
1. “Some men see things as they are and say, ‘Why?’ I dream of things that never were and say,
Why not?’”
When, as a young girl of eight, I first heard Robert F. Kennedy speak these words at his brother’s
funeral, I embraced their rhythm and their power. They echoed over and over again in my
head… for days, weeks and many years since, shaping me in ways that were not clear to me at
the time. Interestingly enough, I never questioned their origin. Like millions of others who
listened to JFK’s eulogy, I attributed them to the speaker and only learned many years later that
George Bernard Shaw was their author. That truth, in itself, has taught me to not accept all I
heard or saw or read as without asking questions, even about words that I found transformative
and magical.
Questioning is at the core of Finn’s Literacy with an Attitude. From the outset, Finn
describes education in the traditional era as one that “did not permit, let alone encourage children
to generate ideas, or to argue about the truth or value of what others had written. Teaching from
a catechism discourages questioning, interpreting, or reflecting on the significance of what was
presented.” (Page 28). Despite attempts at “progressive education” by Joseph Rice and John
Dewey, Finn asserts that 80% of America’s schools, whose students are children of middle and
working classes, are still traditional with a “softened pedagogy.” Dewey had proposed a more
democratic, holistic, inquiry-based approach. Experiential learning that was geared to student
readiness, interests, and experience presumed that the students were actually asked about these
things and they, in turn, were asked to generate questions for inquiry, to make guesses about
what they thought was truth and to test that knowledge for validity. The unintended outcome,
unfortunately, was a system that was reduced to streaming kids into high, medium and low
groupings, further entrenching them into inextricable social strata. Today, almost a hundred
years later, Dewey’s philosophy has been resurrected as a response to the changing marketplace
which demands analytical, reflective, innovative and creative thinkers who can solve problems in
unexpected situations. In fact, all of the revised curriculum documents in the province of
Ontario emphasize this inquiry based approach as the best way to prepare our students for
citizenship in the ever-changing information landscape of the 21st century which will call them to
question the media messages that bombard them and to be problem-solvers in local and global
capacities.
“I am not a citizen of Athens or Greece, but of the world.”
(Socrates and the Cosmopolitan Tradition)
One would have thought that Socrates had read Finn when he spoke with such attitude.
I find it a bit funny that the term “Socratic method” has devolved so much over the years to
actually mean the domesticating literacy that Finn and Freire condemn rather than the powerful
literacy they and Socrates agitate. Today, when teachers are labeled “Socratic,” they are viewed
as mere lecturers and quizzers of facts. Knowledge is not related to thinking. Owners of elite
literacies, they dispense the “old basics,” teach to the test and forget the rest. To them, learning
is skills-based, a de-contextualized system for determining winners and losers. Yet, Socrates,
Freire and Finn are like-minded in their agitation for a type of learning that originates in
powerful questioning of cannon – not for individual gain but for collective good. Finn points
out, however, that questioning even for display purposes has a huge payback. “Maintown”
mothers use questioning half the time that they speak to their preschool children. Eventually, the
questioning evolves to asking about activities at Sunday school, then to book talk questions
about a story’s content, followed by questions such as “How do you know?” Children of
2. Maintowners are well-prepared for the questioning they experience at their schools: factual
questions, “reason” questions and finally “questions of feeling.” These three types of questions
are what are assessed in our own provincial reading assessment: reading for explicit meaning,
reading for implicit meaning and making text- to- self and text-to-world connections. Pre-
schoolers whose primary discourse matches that of the school have an easier time of things and
even if they aren’t particularly bright, most of them “do all right in school and in the affluent
professional and executive elite world for which their classrooms prepare them.” (110).
Just the other day, I looked back at my earliest teacher evaluations and felt a small surge
of pride in reading the superintendent’s comments about my questioning techniques. He noted
that the questions I asked provoked debate and challenged students to defend their opinions or
refine their thinking. I think I instinctively morphed into that kind of teacher as a reaction to
traditional schooling I had in my elementary years.
The parallels between my student learning experience and my teaching learning
experience always intrigue me. My immigrant family had descended upon a very Anglo-Saxon
community in the late 1950’s and, although we owned the corner grocery store (or probably,
because we did), we always were made to feel like intruders, particularly at school. The
principal appeared every Friday morning to check if our fingernails were clean. We lined up in
the freezing cold weather until the entire student body was silent and filed in, the quietest class
first, to marching music. I was immediately placed in the slowest reading group. My older
sister, gifted with artistic talent and brains, surprised everyone with the highest marks of her
graduating class even though several of her teachers had actually voiced that they believed the
scholarship would be wasted on her. As was common practice for the time and place, learning
was rote and rewarded with red, blue or gold stars. The purpose of our schooling was clear to the
youngest of us: to make us “un-Italian” and fast! Finn describes this approach as “differential
schooling,” referencing Anyon’s study of a method by which “poor children are prepared to
become poor adults and rich children are prepared to become rich adults, and that although this is
done to a certain extent through different content being taught in different schools and “high”
and “low” classes in the same schools, it is accomplished largely through the way classes are
conducted.” (Finn, 208). Indeed, we were managed, not taught and our parents were fine with
that. I still remember my mother giving permission to the teacher to discipline me if I didn’t pay
attention. Ogbu describes us accurately as the “immigrant minorities” who go to school to learn
mainstream ways. My illiterate parents willingly relinquished our cultural traditions to this
greater need.
Similarly, my first teaching experience, 20 years later, was in a predominantly Anglo-
Saxon suburb that hoisted the Union Jack in celebration of those roots. Newly-“wealthy”
Italians had just landed there from the Jane and Finch area and soon dominated the sub-division.
They opened up Italian bakeries and grocery stores, threatening that peaceful agricultural hamlet.
Turf wars ensued…literally…the “wops” vs. the “mangiacakes.” Unlike my own non-Italian
teachers, though, I was hired to teach there because of my Italian roots (little did they know how
un-Italian I had learned to become!). I joined the other teachers in trying to “domesticate” those
Grade Eights, especially the boys. We were “gatekeeping”. We applauded students whose
efforts at language and writing matched the mainstream: all commas and semi-colons in their
appropriate places. Like “the Lads” these kids were told that learning grammar had “credential-
purchasing power” We pushed the “Meritocracy” platform, telling them that, if their immigrant
parents had managed to make good by making something out of nothing in this great country of
ours, they owed it to their parents to do the same. And like the lads, most of them saw that their
primary discourse was at odds with the secondary discourse of school. Italian dialects are rife
with implicit language and we kept pushing the opposite. Consequently, it wasn’t unusual for
3. them to write off school as “having nothing to do with what they want in life” which to them was
their father’s fledgling business and a Camaro Z28 for their 16th birthday. This was a type of
oppositional identity even though they did not fall into Ogbu’s description of an involuntary
minority. They smoked in the ravine, stole school supplies and drove their mo-peds illegally in
the subdivision, despite many, many warnings by the police.
I recognized in those students, almost immediately, my older brothers who struggled
with their “immigrant” identities at the same age. Instinctively, I abandoned the “holy grail” of
textbooks and catechisms and challenged the students to use their own experiences to make
meaning of the subjects I was trying to teach them. It was hard work…much harder than
referring to the teacher’s manual that had been thrust into my hands. Instead of the Baltimore
Catechism, we learned “Jesus Christ, Superstar” and even held a Seder Supper. That raised some
eyebrows, I can tell you! We looked at contemporary issues in the context of our geography
classes and they learned about percent by relating to mortgage and interest payments, a common
topic at their own dinner tables.
But, I’m not applauding myself because after reading Finn and Rowan, I question
whether I did enough. Yes, we connected the curriculum to the students’ lives and they co-
constructed knowledge. Still, the experiences remained mostly individual, that is, they never
really breached the borders of our Grade 8 community. The students definitely saw themselves
as part of a collective with problems in common but the solutions were pretty much curriculum-
based and never really challenged the social hierarchy or the status quo. Which is so very, very
surprising to me at this point in my career when I look back to that time and notice my short-
coming. I’ll never forget one student who routinely forgot his gym clothes. I would dock him
marks for that, but he never seemed to care. That was an anomaly because otherwise, he enjoyed
all our other classes. Eventually, I discovered that he wouldn’t wear shorts and a T-shirt because
he didn’t want to reveal the bruises from his father’s beatings. Another boy was struggling in
Math. His Mom begged me to tutor him, promising to cook for me and my husband in return, as
long as I didn’t send home a bad report card because she feared the harm her husband would
inflict on their son. Then there was Louis with Tourettes and Adriano, who ended up, as many
of us feared, in prison for attempted murder because of the rage that overcame him so often.
How was it that I was content to not go further? Was it fear? Granted, I was a new teacher and
had my hands full with all this and more. If I could do it over again, would I have the courage
Like William Bigelow and Linda Christensen (Finn page 205) who “involve[d] students in
probing the social factors that make and limit who they are and…help them reflect on what they
could be?” I know that I fell shot of broaching that “collective text” exercise that would make it
possible for them to understand their personal problems “as societal problems and act with others
to solve them.” Had I done this, an explicit lesson would have been learned that “fundamental
change is possible and desirable.” Instead, I think I reverted to the meritocracy mindset that if
they worked really, really hard and saw how interesting school could be, they would have their
ticket to success – personal success not “conscientization” that leads to becoming “collective
actors’ and “agents of civic courage.”
Today, my role as a literacy resource teacher empowers me to finally take that
courageous step. It is easier today, than ever. Web 2.0 technologies can facilitate Freirean
motivation and are clearly a basis for lessons in reading, writing, and other subject areas. These
technologies are familiar territory to our students. It is quickly becoming their primary discourse
with many of them interacting with their parents, from an early age, through texting. Moreover,
it is more “natural” than traditional literacy (putting pen to paper). When they create a blog, a
webcast, a podcast or a YouTube video, students make hundreds of decisions while expressing
their views about a societal issue that holds importance to them. Finn stresses that “the students
must want the knowledge and that teachers must make their students aware of what’s at stake on
4. a conscious, political level, and therefore, they must relate literacy to their students’ struggle for
citizens’ rights, including social rights.” These technologies focus on student voice, rather than
on gatekeeping. But Finn exhorts us: “If you’re not taught powerful literacy, you’re not likely
to acquire it.” If we do this right, perhaps we will see that traditional values, like scores on
standardized tests, will also respond in a positive way. Why not try? Why not ask our students
what issues in science, geography, or civics concern them? Why not ask them what they think is
needed to correct an injustice? Why settle for schooling that stops at informing? Why not opt for
authentic inquiry based learning that can transform pretend schools into real schools? Why not?